Intensification of foreign language teaching process using byod-technology

Abstract

The paper shows the experience of BYOD-technology integration in teaching English at National Research Tomsk Polytechnic University (TPU). To find solutions to the problem, we studied the road maps of the leading universities in Russia, the unconditional goal of each is to enter the rating of 5-100 world universities. According to the analysis of language training current state, only 20-28% of students have B1 level, which indicates readiness for the certification exam. Training intensification requires the integration of innovative methods and approaches, such as the ``flipped classroom technology{''} method, m-learning, the Internet of Things, adaptive learning technologies, increasing and updating open educational resources, online textbooks and English learning platforms. The key direction of BYOD-technology is the presence of devices; we analyzed the use of social networks and mobile messengers among TPU students. An integrated approach through the improvement of BYOD-technology is used to eliminate the causes of English language insufficient knowledge. The intensification model of foreign language teaching process using BYOD-technology is substantiated. The rationale for the model use is the method of increasing student possessions by solving important pedagogical tasks, allowing the full range of interactive repositories to be used for the learning process. The key direction of the BYOD-technology is the presence of devices; the use of social networks and mobile messengers among TPU students was analyzed. The expedience of BYOD-technology integrating in the educational process for training foreign language intensification was defined. Training intensity when using this technology was empirically proven.